Educators aim to equip students with learning strategies they can apply when approaching new problems on their own. Teaching design-thinking strategies may support this goal. A first test would show that the strategies are good for learning and that students spontaneously transfer them beyond classroom instruction. To examine this, we introduce…

A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer…

This study examined factors affecting perception training of vowel duration in L2 Japanese with transfer to production. In a pre-test, training, post-test design, 48 L1 English speakers were assigned to one of three groups: auditory-visual (AV) training using waveform displays, auditory-only (A-only), or no training. Within-group variables were…

This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of…

Background: Children with autism may benefit from using graphic symbols for their communication, language and literacy development. The purpose of this study was to investigate the influence of colour versus grey-scale displays on the identification of graphic symbols using a computer-based intervention. Method: An alternating treatment design was…

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously…

Two experiments were performed to determine whether practice on less complex problems, either smaller size or in familiar context, produces a strategy that transfers to similar but more complex problems. Practice on familiar problems was no more effective than practice on unfamiliar for transfer to another unfamiliar context for all sizes. (Author)

Procedures for programing computers to deal with handicapped students, problems in selective attention, visual discrimination, reaction time differences, short term memory, transfer and generalization, recognition of mistakes, and social skills are discussed. (CL)

Effects of computer-provided reading activities on the language performance of 55 adults with chronic aphasia were studied. Results suggest that computerized reading treatment can be administered with minimal clinician assistance; improvement on computerized tasks generalized to non-computer language performance; improvement resulted from the…

Microcomputers can promote productive and engaged learning time with special education students, when teachers: combine microcomputer experiences with use of manipulative materials, utilize small cooperative student groups as well as individual microcomputer time, provide direct teaching, monitor performance, and promote generalization through…

A small-group mathematical problem-solving tutorial treatment with explicit instruction including transfer to novel problems was evaluated with 40 students. On word problems and transfer word problems, tutoring effected reliably stronger growth, although effects on real-world problem solving, while moderate to large, were not statistically…

Describes an innovative instructional paradigm for teaching business statistics in higher education which integrates classroom technologies with principles of learning. Highlights include recommendations from the National Research Council of the National Academy of Science; active student participation; student feedback; allowing for…